Following on from last month’s article where we looked at autism we are now focusing on sailors and participants who might have an Intellectual disability and what coaching and instruction techniques will help you in teaching someone with an intellectual disability.  

What Is an Intellectual Disability? 

Intellectual disability (or ID) is a term used when a person has certain limitations in cognitive functioning and skills, including communication, social and self-care skills. These limitations can cause a child to develop and learn more slowly or differently than a typically developing child. Intellectual disability can happen any time before a child turns 18 years old, even before birth. 

Intellectual disability is the most common developmental disability. 

It is estimated that about 2 per cent of the population has an intellectual disability. People with an intellectual disability have more difficulty than others in understanding concepts, solving problems, concentrating, remembering, and learning new skills.  

About three quarters of this group are affected mildly and outwardly appear no different from their peers, while the remaining individuals are moderately, severely, or profoundly affected. 

Sailing often attracts those with an intellectual disability due to the calming effects of the water and as a sport that can be participated in on an individual level. As an instructor or coach, you are likely to meet someone at some point in your coaching and instructing career with an intellectual disability.  

Instruction Techniques

An instructor/coach needs to be aware of some common denominators amongst participants with an intellectual disability. Any one individual may not display all the following characteristics, but rather, some of these to varying degrees: 

• Inability to think in abstract terms. 
• Lack of decision-making ability.  
• Poor short-term memory. 
• Learning difficulties and generally few literacy/numeracy skills. 
• Poor co-ordination and mobility skills (often due to lack of appropriate   opportunity early on). 
• Inconsistent concentration spans

An instructor/coach should also recognise that: 

• People with intellectual disabilities may range from borderline to profound in their impairment. 

• Several physical disabilities are often aligned with intellectual disabilities. 

• Often where there is no accompanying physical disability, there is some delay in physical development. The sailor may take longer to master physical skills. 

• People with an intellectual disability like other people, express frustration, and anger. Because they so often find it difficult to do this verbally, it often takes the physical form, e.g., clenched fist, withdrawal, crying.  

• Patience and understanding are needed. 

General Coaching / Instructing Tips 

Those involved with instructing and/ or coaching sailors with an intellectual disability should consider the following points: 

• Firstly, it is vital that the person is treated as an ‘Sailor’ first with the focus on their ability and due respect for what they can do. 

• Enquire if there are any associated conditions which may impact on training or participation e.g., sensory impairment, epilepsy, heart defects etc. 

• Develop a good understanding of the nature of the person’s intellectual disability and the impact this has on their development. 

• When designing coaching programs and drills always focus on the individual’s unique abilities. 

• Keep verbal instructions simple, brief and to the point. 

• Use verbal cues such as “Jump like a frog” (remember that your words may be taken literally, so choose them carefully!). Visual cards of how to tack, gybe and illustrations to show drills are useful tools. 

• Be clear, precise, deliberate, and sequential when communicating  

• Use repetition to assist the learning process.  

• When demonstrating an activity be clear and participate so the person has visual examples to model the performance on. 

• People with an intellectual disability learn more by doing than looking and listening. When teaching new skills move the sailors through the desired motion. 

• Check to make sure that instructions are understood by having sailors repeat directions, rather than simply asking if they understand. 

• Break down skills into small teaching components, ensuring each part is learned fully before progressing and if necessary, modify the requirements of the skills.  

• Be prepared to adapt activities (drills, equipment, etc.) to allow the sailor to participate. This may require some creativity and thinking “outside the box.” The extent of the modifications will depend on the sailor’s ability. Some sailors may not require any modifications. Others may require extensive modifications to become involved. Modifications can also be made with a view to phasing these out over time. 

• Be prepared to teach basic skills. Many new sailors will not have had the opportunity to learn or understand these skills such as balance. 

• Review and repeat skills, and drills in different and varied ways and situations. Then reinforce. 

• Keep practice time on specific activities short to avoid loss of concentration and boredom.  

• As with any instruction session, introduce new activities early in practice sessions before the individual becomes tired and vary the tempo of training to reduce the fatigue factor.  

• Provide immediate and specific feedback to the sailor and acknowledge achievements frequently.  

• Set realistic goals and encourage the sailor to compete against personal performance. 

• Set up a buddy system to accompany the sailor in the initial phase of participating. 

• Be flexible, positive, patient and understanding. 

Safety Considerations  

• Be aware that participants with an intellectual disability may have associated conditions. These can include heart problems, skeletal problems, obesity, hearing problems, epilepsy, vision problems and behaviour problems. Talk with parents/guardians about what you need to be aware of. 

• Many sailors with intellectual disabilities will be fully mobile. It is important to ascertain the level of water safety skill they have and if necessary, the sailor may need to wear a life jacket whilst on land at the sailing club.  

• Some participants with an intellectual disability may not have a sense of danger or fully understand the consequences of certain behaviours. Positively stated rules such as “Stay with the group” and close adult supervision are the first steps to minimize risks.  

• The physical fitness and basic motor skills of people with an intellectual disability can be poor because of a lack of opportunity to participate in physical activity from an early age. This includes balance and water safety skills.  

Useful Links  

Australian Sport Alliance for People with a Disability https://asapd.org/ 

Sport Inclusion Australia  https://sportinclusionaustralia.org.au/ 

AMAZE Autism Online Training https://www.amaze.org.au/register-what-is-autism/ 

Special Olympics  https://www.specialolympics.com.au/coaching